FEEDBACK

Corrective Feedback

Corrective Feedback

Introduction

There is a great work done so far i.e. hypothetical and experimental research, on the corrective feedback in the classroom assessment. There are two schools of thoughts on the corrective feedback. One of these schools of thoughts thinks errors as error in their conversation. They also consider in their immediate correction (Brown, H. D. 2007). On the other hand the second school of thought defines the corrective feedback as a massive harm to learning (Krashen, 1981a; 1981b).

For the corrective feedback or error treatment there are many options to handle it, for example what method should be used, when should be used, where to use and how to use. Besides this what would be the nature of the teacher and how he or she may behave when correcting the learner. In short the corrective feedback should be like doing an appreciation and not disappointing (Fu T. 2012 p-1).

The Rationale of the Study

The objectives and the rationale of this study are to define how the corrective feedback plays a significant role in context with the class based assessment. The main targets of this study are young learners in china and their teacher response to them during the classroom assessment. There are many limitations and problems regarding this study because the corrective feedback generally reflects the home works and assignments given by the teachers. According to Lyster and Ranta the corrective feedback done by the teachers had a connection with the proficiency level of the learner (Kennedy S. 2010 p-32).

This study is designed to get the answers of different queries regarding feedback, their types, learner's attitude, and the perceptions of learner and teacher on the corrective feedback. By organizing a survey the study will also try to investigate the ethical effects and issues of the collective class room based corrective feedback (Fu T. 2012 p-3).

Literature Review

The literature review defines and describes the literature related to the study. The literature review of this study focuses not only on the definition of class room based assessment, collective feedback, the teachers effect on the student and learners attitude to the corrective feedback but also on researches and studies made on them in past. The literature review in this study also focuses on the teachers and the learner perception on the corrective feedback (Fu T. 2012 p-6).

Class Room Based Assessment

There is no proper definition of the class room based assessment that is accepted worldwide. Different terminologies are used for class room based assessment. Theses terminologies like, alternative assessment, teacher-based assessment, school based assessment, learning assessment and formative assessment, are used in different environment for mentioning the class room based assessment. According to the Oakland Community College the definition of the class room based assessment is “Classroom-based assessment is the formative and summative evaluation of student learning within a single classroom” (Oaklandcc, n.d).

Corrective Feedback

Error correction and corrective feedback are the main part of the informal communication. Corrective feedback is simply defined as the “responses to learner utterances containing an error” (Ellis, ...